Cheng, Simon, Martin, Leslie, & Werum, Regina
Adult Social Capital and Track Placement of Ethnic Groups in Germany
University of Connecticut
How social capital affects educational outcomes for ethnic groups outside of the United States.
Journal Name or Institutional Affiliation:
American Journal of Education
Vol. 114, No. 1, pp. 41-74
- For both, German and non-German students, parents' family ties fail to affect track placement.
- Parents' community ties have mixed effects. Among Germans, parental involvement in sports affects children's tracking positively. Among non-Germans, parental socializing with peers affects track placement negatively, while parental involvement in religion-based community groups and interethnic ties with Germans improve track placement chances.
- Being non-German decreases the odds of attending higher tracks by 55%, net of students' family income, household size, gender, and age.
- Extrafamilial and organizationally based ties affect social reproduction.
- Parental socializing has a negative effect only on the odds of attending higher tracks among non-Germans, and the group difference is statistically significant.
- findings provide no support for the argument that family-based social capital affects track placement for either Germans or non-Germans.
- Group-specific ties affect track placement, especially those tied to community-based organizations.- Gatekeepers for immigrants are likely to be found in two areas of social life: among leaders in their own ethnoreligious community and among Germans who can help immigrant parents navigate the educational system.
- Parental acculturation achieved via ties to gatekeepers shapes children's track placement. The strongest network effects exist among individuals loosely knit within and across organizations.
Journal Article Empirical Research
Social Capital, Tracking
Secondary Survey Data
Method of Analysis:
Children attending secondary school
Unit of Analysis:
- Used German Socioeconomic Panel (GSOEP) data which purpose is to follow the educational and occupational experiences of adults.
- analyze 766 secondary students, of whom 520 are ethnic Germans and 246 are non-Germans.
- DV: Track placement ( 0 if student attends Hauptschule (vocational) and 1 otherwise (Realschule, Gymnasium, Gesamtschule)).
- IV: Parental social capital (3 types of parental social ties: mothers' involvement in child care, how often do you visit with family members or relatives, how often do you go out to eat and drink & attendance at religious services), parental acculturation variables for non-Germans, monthly household income, gender, family size, age, father's and mother's years of schooling, how often do you attend cultural events, etc.